In March of 2009, the fourth grade team was approached on the topic of integrating robotics with the study of the United States. The fourth grade curriculum largely focused on introductory skills of research and the administration felt this would be a perfect grade level for integration. They also felt that my past three years of experience coaching robotics would help in the development of the curriculum. With changes in staffing over that summer, I moved into the sole role of the fourth grade teacher and therefore took over the planning of the project with the support of the technology director.
The curriculum development involved ongoing discussions with a team of teachers in the following areas: science, art, music, drama and library. I was asked to work with these areas to determine how the unit could be integrated into the study of science and the arts. I sat down with this team of teachers to develop a revised second trimester student schedule that would support the success of the unit.
The final project consisted of many parts. The students were placed into five teams for an in depth study of one region. The five teams remained in place throughout the project. The robotics unit began at the start of the second trimester with introductory lessons in programming and building. The table and missions were unveiled ten weeks before the final presentation. The study of the U.S. regions occurred throughout the beginning of the year. Prior to the six week research project, the students studied natural disasters in an integrated reading unit. Each team focused on a natural disaster common to their region and researched a well-known natural disaster of the region. This reading unit concluded with the students preparing a collaborative PowerPoint presentation outlining natural disasters of their region to share at the final presentation. The major research portion occurred during social studies and language arts classes and lasted approximately six weeks. The students applied research skills in a series of investigations to deepen their knowledge of the region. A rubric for the final social studies project can be found below.
REFLECTION
The entire unit was challenging, because this was my first time teaching any of the content in fourth grade. I was trying to write an integrated curriculum with a curriculum I was not totally familiar with. I put in many hours after school and every weekend preparing my lessons as well as working on the unit. I wanted the curriculum to be a success but I also knew that all the remaining fourth grade content needed to be covered.
One major goal of the curriculum was to create a discovery learning experience similar to what I witnessed my team experience in FLL. The aspects of teamwork, collaboration, communication, critical thinking and problem solving played a huge part in the success of my past teams so I had to develop lessons to teach my fourth graders how to work together and solve problems through proper communication with their classmates. Throughout the unit I implemented times of reflection for my students, to encourage self-awareness of their actions as a team player.
The final presentation, the Regions and Robotics Exhibition, showcased how hard the students had been working over the previous months. I was proud of how much the students had accomplished and grown. Like any new project, there are still adjustments to be made but with the support of the other teachers and administration the goals we set were met with success. I look forward to the upcoming year now that I have previous experience in all the content areas. I hope to continually expand the curriculum and implement new concepts and technology tools I have learned in my courses this summer.
The curriculum development involved ongoing discussions with a team of teachers in the following areas: science, art, music, drama and library. I was asked to work with these areas to determine how the unit could be integrated into the study of science and the arts. I sat down with this team of teachers to develop a revised second trimester student schedule that would support the success of the unit.
The final project consisted of many parts. The students were placed into five teams for an in depth study of one region. The five teams remained in place throughout the project. The robotics unit began at the start of the second trimester with introductory lessons in programming and building. The table and missions were unveiled ten weeks before the final presentation. The study of the U.S. regions occurred throughout the beginning of the year. Prior to the six week research project, the students studied natural disasters in an integrated reading unit. Each team focused on a natural disaster common to their region and researched a well-known natural disaster of the region. This reading unit concluded with the students preparing a collaborative PowerPoint presentation outlining natural disasters of their region to share at the final presentation. The major research portion occurred during social studies and language arts classes and lasted approximately six weeks. The students applied research skills in a series of investigations to deepen their knowledge of the region. A rubric for the final social studies project can be found below.
REFLECTION
The entire unit was challenging, because this was my first time teaching any of the content in fourth grade. I was trying to write an integrated curriculum with a curriculum I was not totally familiar with. I put in many hours after school and every weekend preparing my lessons as well as working on the unit. I wanted the curriculum to be a success but I also knew that all the remaining fourth grade content needed to be covered.
One major goal of the curriculum was to create a discovery learning experience similar to what I witnessed my team experience in FLL. The aspects of teamwork, collaboration, communication, critical thinking and problem solving played a huge part in the success of my past teams so I had to develop lessons to teach my fourth graders how to work together and solve problems through proper communication with their classmates. Throughout the unit I implemented times of reflection for my students, to encourage self-awareness of their actions as a team player.
The final presentation, the Regions and Robotics Exhibition, showcased how hard the students had been working over the previous months. I was proud of how much the students had accomplished and grown. Like any new project, there are still adjustments to be made but with the support of the other teachers and administration the goals we set were met with success. I look forward to the upcoming year now that I have previous experience in all the content areas. I hope to continually expand the curriculum and implement new concepts and technology tools I have learned in my courses this summer.